leading and learning

This blog is a great opportunity to share ideas about ways to
transform schooling as we know it, to help all students realise their
talents, passions and dreams. Be great to hear from anyone out there! Feel free to add a comment to Bruce's Blog and enter e-mail to receive postings

Sunday, May 03, 2020

This is the title of a painting by Paul Gauguin when he
was feeling depressed and suicidal. Which when he completed it he felt better
illustrating the power of creativity in moments of despair?

In the midst of the pandemic Covid 19 it seems
relevant.

We cannot go
back to the ‘old normal’!

The question is where are we going in the futures
because it seems we cannot go back to ‘normal’ because the normal it no answer
to challenges that lie ahead, most of all Global Warming, which requires a real
change in values, behaviors and creative action.

We can learn from the past, where we have come from,
because there are obviously lessons to be learnt. Mark Twain was said to have
said that ‘history doesn’t repeat itself but it sure rhymes’.

The Black
Death

If we go back to the Black Plague, which killed a
third of Europe’s population, this plague created a change of attitude towards
authority and led to new ideas, and with the invention of printing now called
the Reformation.

Covid 19
provides such an opportunity for new ideas.

I am aware that Twain also said that ‘prediction if difficult
now even if we have no real idea of what will unfold; if direction is important
–means will be found

The world goes to big epochs of change each one
requiring different behaviors, values and most important of actions First we
were hunters and gatherers, then humans developed a more settled Agricultural
Age, followed by an Industrial Age marked by mass production – now, it seems,
we are moving into an Information Age (based on the disruptive power of modern
information technology) or even a Creative Age - a Second Renaissance.

Cycles of
change in recent history

Franklin Delano Roosevelt

The above are rather big changes but recent times political
thinking seems to go in smaller cycles lasting three or four decades.

The ‘Roaring
Twenties’ – ‘free market’ capitalism

In the 1920s, often called the ‘roaring twenties’,
free market politics was the thing until in 1929 when it came to a sudden end –
the Great Depression A depression leading to unheard of unemployment and
extreme poverty. Maybe this is the’ rhyming’ Twain talked about.

The rise of the New Deal

The world struggled along until new thinking evolved
(not really new but up until then largely ignored) resulting in the election in
America of Democrat Franklin Delano Roosevelt. Roosevelt developed an unheard
of programme of government assistance called the New Deal. Sounds familiar?

The Welfare
State of Michael Joseph Savage

In New Zealand the Great Depression equally caused
great dislocation and as a result voters elected the First Labour Government
led by Michael Joseph Savage. Savage introduced extensive life saving welfare
provisions.In the UK Clement Atlee was
elected to replace war leader Winston Churchill and introduced similar reforms.

The
importance of the State to protect all citizens

The importance of the state, or central government,
worldwide was made more pertinent by World War Two by returning troops who,
along with their families, felt the need to develop a better fairer world.

Years of
rebuilding and prosperity

The years following the War lead to decades of
prosperity, led by the state, that all provided social security for all.

Up until the 1970s all went well but with the
expensive oils shocks, and with an economy felt by many to be dictated by union
power, and added to this, the increasing costs of the welfare state, new ideas
were in the air (ideas not seen since the twenties).

The rise of
Neo Liberal politics

Reagan and Thatcher

There were those who believed ‘big’ government was
limiting enterprise and creativity. This was best expressed by Republican
President Ronald Reagan whose stated ‘the government is no longer the solution,
it is the problem’. Social welfare politics worldwide were demonized as being a
‘nanny state’ and worse still ‘socialism’ - one step, for many, away from
communism.

The rise of
the self-interested individual

In the UK Conservative Margaret Thatcher was elected
saying, ‘there is no such thing as community only self-interned individuals and
their families’. Ironically, in New Zealand, it was a Labour Government, under
Prime Minister David Lange and Finance Minister Roger Douglas, who introduced
privatization politics known as ‘Rogernomics’

And so began
the introduction in Western countries of ‘market knows best ‘politics and that
brings us up to present day

State assets were sold off, often at
low prices, to private enterprise to be made more efficient and profitable.

The power of unions limited and the
idea of personal contracted workers introduced.

The cult of privatization was
introduced and loosening up on regulations

And the ‘big sell’, wealth created by
privatization would ‘trickle down ‘and benefit all.

All of this was based on a disdain for the public sector and a reduced role for the state

The promise
of ‘trickle down ‘economics

The key phrase of ‘trickle down’ used by the supports
of ‘market force’s,’ has resulted today's troubling list of social problems
along with housing problems and growth in personal debt

Beyond Covid
19 – Climate Change

The focus on economic growth at all costs has
contributed to the biggest issue facing us today – beyond the challenge of
Virod 19 - –that of global warming and
sustainability of the environment and human civilization as we know it.

Apposing
politician views

The National Party is still wedded to Market Force
‘free market’ politics (sometimes called neo –liberal politics) if somewhat
watered down over the years. As yet the Labour Coalition Government has not
made a dramatic shift from neo liberal politics, no doubt because to voting
public still support the previous conservative government. Up until now there
has been no real anger about the inequality – it has become ‘normal’.

This brings
up to ‘where we are now’ – and the challenge of the current pandemic or more to
the point, ‘where to from here’.

Returning to the old ‘normal’ no longer seems an
alternative except for hard line neo conservatives. Private enterprise word
wide has had to be supported by central governments – this is a return to
social welfare on a large scale. Some might call this state assistance
socialism!

Beyond Covid
19

The Covid 19 Crisis provides an opportunity to face up
to the challenge of climate change and to develop push new ideas to encourage
new ideas of responsible regenerative systems of production and consumption.
Ideas that bring together the ‘well-being’ of people and our planet as we face
a bigger challenge of climate warming.

Where to from
here? What sort of country do we want to become?

To ensure transformation requires anger to be
expressed at the inequality and environmental despoliation that has been
created by the past three decades of growth at all costs - the basis of the
market forces and privatization policies implemented, with the false promise of
wealth ‘trickling down’ since the 1980s

There is now an alternative.

Those who implemented market policies convinced all
that ‘there was no alternative (TINA) and demonized the ‘nanny state’,
believing in less government, and to achieve privatization they demonized the
union movement.

A reason for
anger and need for change.

Up until this day all governments have implemented ‘market
force’s policies including Helen Clark, Bill Clinton and Tony Blair. In New
Zealand Helen Clark’s Labour Governments did their best ameliorate the worst
aspects by introducing policies like ‘working for families’ to assist those
most affected. Never the less inequality and despoliation of the environment
has been the result; the rich have got richer and the poor poorer.

For thirty-five years the corporate world has ruled
supreme. Particularly in the USA, but now ironically they are being rescued by
the state that they have seen as ineffective. Neo liberalism was all about individuals
deciding for themselves, based on self-interest, and by competing with each other.
Such an approach did not tap the power of community energy, communal
collaboration and cooperation and this is where we now need to turn.

The need for
change in a few dramatic weeks

Who would’ve thought in a few short weeks, as a result
of Covoid 19, the world would change so dramatically providing challenges well
beyond self-interested private enterprises – all a sudden only the state can
assist in such dire situations. Greater social welfare and assistance is now
essential.

So time to demonize and discredit the ‘trickle down’
market forces politics to change the consciousness of people to be able to
envisage a better world. In times of crisis impossible ideas become possible.We cannot go
back to the ‘normal’ destructive road of market forces politics.

The Challenge
for the Coalition Government.

The challenge for the Labour Coalition Government, as
we move out of the Covid 19 crisis and under the leadership of Jacinda Ardern,
is develop a new vision or direction for our future based on the ideas of
‘well-being’ of all citizens and the sustainability of the environment.

Labour is well placed to articulate such a people
centred community and environmentally sustainable vision. A government led by
Jacinda Ardern could see New Zealand being a world leader, something we could
all be proud of.

Need to rebalance state and private enterprise

What is required is to rebalance the influences of
state direction and private enterprise; to focus and reward private enterprises
who focus on developing a sustainable New Zealand.’ Let the market decide’ is
now a failed dogma.

There are a
number of ideas to consider, none original:

·To
introduce a ‘Green New Deal; for state agencies to implement and
for private enterprises to be rewarded for positive actions.To encourage
investment in productive areas of the economy and not just for individual
reward This relates to the ideas introduced by Franklyn Delano Roosevelt
following the Great Depression as well as the policies of the First Labour
Government in New Zealand.

·

t Tobuild on the ‘well-being’ philosophy underpinning
the Coalition Government and to move away from a narrow misleading emphasis on
GDP. A focus on GDP emphasizes the idea of infinite growth serving, first and
foremost, the richest 10% and says little about non material well-being such as
mental health and capturing the fullness of human flourishing.

·To
upgrade infrastructure needs – the ‘shovel ready ‘projects.
Consider the possibility of the government buying into firms currently
struggling and to develop a Ministry of Works to coordinate projects.

·Tocontinue developing a range of state
innovative low cost housing and accommodation including communal concepts.

·To
build on the regional development being led by Minister Shane Jones.

·It
might be time to consider rebalancing the central and local Government. There is a need to provide greater finance and
flexibility for local government making local government more attractive for
voters to be involved. This could also
more power sharing with local organizations and identifying steps to be taken
to build community and strengthen the local community.

·As
part of the Green New Deal to encourage and assist land owners to develop
regenerative agricultural approaches.

·To
come to terms with the possibility that unemployment (and under employment)
will become endemic with the continued application of automation and to
introduce a Universal Basic

Income. Not only would this simplify
the plethora of welfare benefits but it would remove any stigma that people
currently feel as well as providing a much needed sense of security.There are numerous article outlining benefits
and problematic issues to be taken into consideration. I believe a UBI would
encourage innovative creative activities for many creative individuals. An
extra payment could be given to people working as teacher aides or similar
worthwhile occupation such as working in rest homes or working with adults with
special needs

·Even
with a UBI progressive tax required rising to a higher percentage of income
earned over a generous certain amount.

·A
reconsideration of a Capital Gains Tax (needing
cross party agreement) as a lack of a Capital Gains Tax is a major factor in
driving up house prices Wealth Tax
is another option although I’m not sure what this involves. Plus, raising taxes
on fossil fuel fertilizer to encourage regenerative agriculture.

·Encouraging
renewable clean energy projectsand to reduce extractive industries to move
New Zealand to a post carbon economy. Further subsidizing house insulation and
including solar panels.

·A
greater focus on protecting New Zealand’s natural environment -
investment in preserving the environment would provide much needed jobs. A New Green Deal workforce.There is a
need to encourage ‘degrowth’ - a deliberate downscaling of segments of the
economy harmful to the ecosystem such as the fossil industry while at the same
time valuing people such as those working in the care industry.

·Providing
greater Research and Development finance to encourage
an environment of innovation and to share and upscale successful projects.

·

Consider
the circular regenerative economy outlined by economist Kate Raworth in her
book The Doughnut Economy. The book sets out the minimum we
need to lead a good life and sustain the environment. It highlights boundaries
across which human kind should not go in contrast to current greed based
economics.

With Covid 19
and the Climate Change challenge provides motivation for transformational
change.

The free market promised to liberate the individual
from the supposedly restrictions of the ‘nanny state’ but instead it has
weakened safety nets, increased insecurity for far too many and put the entire
planet at risk

Covid 19 and
the Climate Warming crisis has given us an opportunity and the resolve to move
away from self-interested capitalism to a kinder, fairer and more creative
world – one we have a chance to hand on to future
generations.

It is possible to imagine a new world and a
different type of society with new values and behaviours. – where human
values of fairness, mutual aid and compassion are paramount. It Hs happened before after the Great
Depression and we can do it.

It must have
looked equally challenging in the days after WW2 when social democratic
governments, including our own led by Michael Joseph Savage and Peter Fraser
developed socially secure states leading to an era of unparalleled prosperity.

Thursday, March 26, 2020

(I haven't written a blog for months but thought I would share a few ideas that i had posted on Facebook. There are still people viewing my blog so here goes)

Learn Five New Things a Week

I heard yesterday on National Radio an interesting idea for students to do at home ~ get them to learn five new things a week ~practical things like learning to cook something new, or study something of personal interest etc Students could make a list of things they want to learn about - a personalized curriculum.

I note a lot of school sending out worksheet activities for their students but I feel the situation requires something more creative. Too many worksheets would not be a good idea - time to think out of the box.

Set up a 'My Learning Journal /Scrapbook'.

Students could set up a My Learning Journal to record activities ~could make a wonderful family historical artifact to share in the future?

Set me thinking of other possible home learning tasks like:

Sorting family photos and making a PowerPoint presentation to share with the family

Finding and writing up family histories from mum and dad.

Develop a family reading group and share what each member has been reading (keep a reading log)

Draw something every day (maybe choosing something from their environment),

Keep a diary of events as the situation unfolds ( think of Anne Franks)

Write a short poem each day and illustrate to share

Research the photos and ornaments around the home - there is usually a story behind each picture /ornament

Do personal research project on something of interest each week (make a list of ideas to add to and then choose o to study),

With mum and dad keep a record of family spending,-learn basic budgeting.

Do a research study of a family pet - how to care for them, how they evolved to be pets how wild animals relate to domestic pets.

Learn to use basic Te reo phrases as a family (school could supply or google them),

Learn to play a musical instrument (possibly not a recorder!). Develop a simple percussion band with siblings (in the backyard),

Develop a PE obstacle track in the backyard.. Time and record how long it takes to get around How many balls can you catch before dropping a catch; develop a short cycle of fitness activities,;play skipping and catching balls game ~make a record of improvement.

Saturday, November 09, 2019

Its been a while since I've posted on my blog but I thought the below was worth sharing - Bruce

Teaching
the Best Practice Way

By Harvey
Daniels and Marilyn Bizar.

A valuable book for teachers wanting
to develop a modern learning environment.

The other day I heard an interview on National
Radio expressing the sad fact that a great number of students leave school with
no idea about what they want to do.

It made me
wonder about what’s the point of school? For me, school ought to be premised on
developing the gifts, talents and interests of all students.

Sadly,
primary education is still centred around literacy and numeracy, all too often taught
as self-contained subjects, and most secondary schools are still based on
fragmented subject centred timetables. No wonder so many students leave without
know the direction they want to head when they leave school!

With this in mind I thought it might be useful
to share the Seven Best Practices presented in the book ‘Teaching as Best
Practice’. by Daniels and Bizar (Stenhouse Publishers USA).

The books great
strength is that it combines a progressive education philosophy (in line with
the intent of the NZC) with practical examples of the philosophy in action
across all levels of school. The book relates to the ideas of such educators as
John Dewey, Jean Piaget, James Beane, William Glasser, Howard Gardner etc. and
the examples are based on experiential hands on learning fuelled by the passion
of extraordinary teachers. The book is antidote to the standards movement and
hyper accountability of past decades.

The Seven
Best Practices.

1 Reading as
thinking.

Reading is seen as transcending debates about
phonics and is more about reading as thinking embedded in the context of broad
and interesting integrative units where students are continually representing
to learn in writing, art, and performance.

Since reading is thinking students
need to be provided with rich text worth thinking about, and strategies to help
them think. Proficient readers are seen as ‘co-creators of meaning’ Context is
everything; it’s about getting students ‘to think like historians,
mathematicians, and scientists.Practical classroom examples in the book clarify the approach.

2
Representing to Learn.

This method
is based on the premise that humankind has always had an impulse to represent
experience and that this goes beyond using words including strategies that are
commonly classified as art, drama, dance and music, and today multimedia

experiences.

There are a range of genres to explore and opportunities to extend
and amplify a full range of intelligences (as researched by Howard Gardner). A
range of practical examples are covered in the book.

3

Small group Activities.

Students
need to be given opportunities to practice democracy and work together to solve
problems (the writings of John Dewey). Many structures are provided, and
practical classroom examples given to ensure groups work productively.

Group
tasks must be ‘have enough inherent structures to operate automatically, to
remain engaged, on task and relevant’.

4 Classroom
Workshop.

The authors
see the classroom as a workshop a useful metaphor or ‘working laboratories or
studios, where genuine knowledge is created, real products are made. and
authentic inquiry is pursued.’

In the
workshop, learning laboratory classroom students choose individual or small
group topics for investigation, inquiry, and research using long chunks of
classroom time to do this.

Teachers take on new roles modelling thinking,
conferencing, offering well timed compact mini lessons and providing help as
required. In the early days of workshopping teachers keep the time short
lengthened as students become more independent. In workshops students learn to
act, plan and question like a scientist. Classroom examples clarify the
approach.

5 Authentic
Experiences.

For many
students schools need to get real and many people from John Dewey onwards have
argued for school to be more lifelike, more genuine, more authentic.

Just as in
real life these experiences are inherently multi-disciplinary and messy
problems; these problems need to be identified, complexity needs to be faced,
and solutions found. Inquiry into authentic questions need to be generated from
student experiences. Students need to become researchers, gathering data,
asking questions, conducting experiments, recording information and discovering

answers.

This kind of
inquiry becomes possible when the conditions that support Best Practices are in
place; when the classroom is a community with students eager to take
responsibly for hands on experiential learning and with opportunities to
express what they are thinking,and able
to use technology to advance their inquiries.

The authors believe ‘that technology can leverage some
of the best teaching if used widely ‘and that it can ‘play a lead or supporting
role’ once the appropriate pedagogy is in place.

Once again a range of practical examples are
provided.

6 Reflective
Assessment.

Students
need to be helped become self-monitoring, self-regulating, able to be in control
of their own learning, able to set ambitious goals, keep their own records,
adjust their efforts, make good decisions and grow by healthy and measured
feedback.

This is in
contrast to the toxic current accountability movement which the authors state
simply correlates to student socioeconomic status of students, is inconsistent
with what is known about how students learn and distort teaching often
resulting in streaming, tracking and ability group segregation. A range of
practical alternatives are provided.

7
Integrative Units

The writers
save the best for last.

The last best practice blends all the other six methods
into days or weeks of rich, cross disciplinary investigations driven by student
interest and scaffolded by teachers who model, coach, and manage the inquiry
process.

With integrative units teachers step emphatically out of single
subject instruction and

lead their students into inquiries as complex and
multi-disciplinary as the real issues grown-ups face as workers, parents and
citizens.

Teachers
believe that students can learn subject matter (including basic skills) amid
holistic, integrated experiences. This approach doesn’t mean that traditional
subjects are disrespected or abandoned. On the contrary, as James Beane writes,
‘the disciplines of knowledge are useful and necessary allies of curriculum
integration with knowledge being called upon to support student investigations
as required.

Conclusion.

Nome of the
above will be new to progressive primary teachers and those secondary teachers
busy transforming their schools,often in new purpose built environments.

For many the book
will be a practical inspiration to confirm or transform their teaching.

If widely
applied in our school system students will leave with their talents, interests
and passion tapped and amplified, equipped with appropriate learning skills,
and will not leave schools not knowing what to do with their future – they will
have seen the point of their schooling.